Íslenska þjóðfélagið - 16.12.2022, Side 32

Mótun verðuga sjálfsins í menntaskólanum
32 ..
Lareau, A. (2003). Unequal childhood: Class, race and family life. University of California Press.
Lawler, S. (2005). Disgusted subjects: The making of middle-class identities. The Sociological Review, 53(3), 429-446.
http://dx.doi.org/10.1111/j.1467-954X.2005.00560.x
Lucas, K. og Buzzanell, P. (2004). Blue-collar work, career and success: Occupational narratives of sisu. Journal of Ap-
plied Communication Research, 32(4). https://doi.org/10.1080/0090988042000240167
Magnúsdóttir, B.R. og Kosunen, S. (væntanleg). The selected few in the urban north: Upper-secondary school choices in
Reykjavík and Helsinki. Í A. Rasmussen og M. Dovemark (ritstj.), Upper secondary education in the nordic countries:
Governance and choice. Springer.
Mallman, M. (2017). The perceived inherent vice of working-class university students. The Sociological Review, 65(2),
235-250. https://doi.org/10.1111/1467-954X.12422
Nash, R. (2002). The educated habitus, progress at school, and real knowledge. Interchange, 33, 27-48. doi.
org/10.1023/A:1016399826766
Ogden, T. H. (1992). The matrix of the mind. Karnac.
Ortner, S. (2006). Anthropology and social theory: Culture, power and the acting subject. Duke University Press.
Power, S. og Whitty, G. (2006). Education and the middle class: A complex but crucial case for the sociology of education.
Í H. Lauder, P. Brown, J.-A. Dillabough og A. H. Halsey (ritstj.), Education, globalization and social change (bls.
446-453). Oxford University Press.
Reay, D. (1996). Contextualising choice: Social power and parental involvement. British Educational Research Journal,
22(5), 581-596. https://doi.org/10.1080/0141192960220505
Reay, D. (2005). Beyond Consciousness?: The Psychic Landscape of Social Class. Sociology, 39(5), 911-928. https://doi.
org/10.1177/0038038505058372
Reay, D. (2013). Social mobility, a panacea for austere times: Tales of emperors, frogs, and tadpoles. British Journal of
Sociology of Education, 34(5-06), 660-677. https://doi.org/10.1080/01425692.2013.816035
Reay, D. (2017). Miseducation: Inequality, education and the working classes. Policy Press.
Reay, D., Crozier, G. og James, D. (2011). White middle-class identities and urban schooling. Palgrave.
Sayer, A. (2005). The moral significance of class. Cambridge University Press.
Sayer, A. (2014). Postscript: elite mobilities and critique. Í T. Birtchnell & J. Caletrío (Ritstj.), Elite Mobilities (bls. 251-
262). London: Routledge.
Sigurjón Björnsson. (1980). Börn í Reykjavík. Rannsóknarniðurstöður. Iðunn.
Skeggs, B. (1997). Formations of class and gender. Sage.
Skeggs, B. (2004). Class, self, culture. Routledge.
Stephens, N. M., Markus, H. R. og Phillips, L. T. (2014). Social class culture cycles: How three gateway contexts
shape selves and fuel inequality. Annual Review of Psychology, 65(1), 611-634. https://doi.org/10.1146/an-
nurev-psych-010213-115143
Tawney, R. H. (1964). Equality. Unwin Books.
Vilhjálmsdóttir, G. og Arnkelsson, G.B. (2013). Social aspects of career choice from the perspective of habitus theory.
Journal of Vocational Behavior, 81, 581-590. https://doi.org/10.1016/j.jvb.2013.08.002
Vincent, C. (2017). ‘The children have only got one education and you have to make sure it’s a good one’: Parenting and
parent–school relations in a neoliberal age. Gender and Education, 29(5), 541-557. https://doi.org/10.1080/0954025
3.2016.1274387
Þorgerður Einarsdóttir og Berglind Rós Magnúsdóttir. (2005). Karlar í útrýmingarhættu? Um stöðu kvenna og karla í
framhaldsskólum og háskólum. Í Steinunn Helga Lárusdóttir, Þórdís Þórðardóttir og Arna H. Jónsdóttir (ritstj.), Kynja-
myndir í skólastarfi (bls. 199-219). Rannsóknarstofnun Kennaraháskóla Íslands.
Þorlákur Axel Jónsson. (2019). Er búsetumunur á námsárangri þegar ólík þjóðfélagsstaða er tekin með í reikninginn?
Tímarit um uppeldi og menntun, 28(1), 63-87. https://doi.org/10.24270/tuuom.2019.28.4
Um höfunda
Berglind rós Magnúsdóttir (brm@hi.is) er prófessor á menntavísindasviði Háskóla Íslands.
Hún lauk doktorsprófi í uppeldis- og menntunarfræðum við háskólann í Cambridge í Bretlandi árið
2014. Sjá nánar á www.hi.is/staff/brm.
UnnUr edda garðarsdóttir (unnure@hi.is) er aðjúnkt á menntavísindasviði Háskóla Ís-
lands. Hún lauk meistaraprófi í mannfræði við Háskóla Íslands árið 2016.